The Level of Competency and Competency Needs of Technology and Livelihood Education Teachers: Basis for Developing Teachers' Enhancement Program

Abstract

INTRODUCTION

Teaching is one of the most complicated jobs today. Teaching the subject Technology and Livelihood Education is even more challenging. It demands broad knowledge of the four components: Agri-Fishery, Computer and Entrepreneurship, Industrial Arts, and Home Economics. The need to ensure the presence of highly qualified teachers in every classroom and to determine how best to define and prepare these qualified teachers (Zuzovsky's, n.d.), have been an old-age issue. But as time changes, courses are revised as in the case of TLE to suit the needs of the society, the employers, and the diversity of students. Hence, teachers, must keep abreast of these changes. Professional development keeps teachers up-to-date on new research on how children learn, on emerging technology tools for the classroom, and on new curriculum resources. Effective professional development also enables educators to develop these competencies. Competencies in any profession are acquired and enhanced in a lot of ways: through formal education, apprenticeship, on-the-job experience, self-help programs, life experience, and training and development programs.

METHODS

The study utilized the descriptive research design. This method was used to gather, organize, analyze, and present the level of competency of TLE teachers in the Division of Imus City. Gap analysis was used to determine the gaps between the competencies of TLE teachers and the acceptable competency levels.

RESULTS

Findings imply that there is a significant difference between all the six components of standard competency and the competency level of the teachers. Three major needs identified are activities that would enhance competency of students in motivation and opportunities to acquire or enhance their skills, renewed professionalism, and rejuvenated teaching advocacy and calling.

DISCUSSIONS

Results show a significant gap between the present competency level and the desired standard competency requirements of teaching TLE among the teachers. This study, thereby, recommends enhancement program, projects, and activities to address the competency needs requirement of the TLE teachers in the Division of Imus City.